Assistant Principals are responsible for supporting the Principal and Deputy Principals in leading and managing Leichhardt Public School. This encompasses the areas of educational leadership, educational programs, learning outcomes, student welfare, staff welfare, physical and financial resource management and school and community partnerships. This position requires working in close liaison with the other Assistant Principals and school staff to develop school programs.Assistant Principals support and supervise Classroom Teachers of a dedicated stage or discipline.

Critical elements of the COVID intensive learning support program are student attendance, group size, and the frequency of small group tuition.Core components of program fidelity, by definition, the extent to which a program or intervention is delivered - as intended.Deviation from the intended delivery can have a significant impact on student progress and outcomes.There are four (4) key features of program fidelity which are relevant to the implementation of small-group tuition:(i) Adherence – the extent to which the program content, methods and activities are delivered as intended with recommendations for small-group tuition are for group sizes of two to five students (ii) Exposure – the number of sessions, attendance rate, and the frequency and duration of sessions. Encouraging will help ensure that students have sufficient exposure to the program.(iii) Quality of delivery – use of evidence-based techniques, enthusiasm, interaction style, respectfulness, confidence, and ability to respond to questions and communicate clearly. (iv) Student responsiveness – the level of interest in the program, perceptions about the relevance and usefulness of a program, level of engagement, enthusiasm, and willingness to engage in discussion or activities. Fidelity can impact effectiveness and good fidelity that involves adherence to recommended program content, sufficient exposure, high quality delivery, and strong participant engagement, can have a significant impact on program effectiveness. Programs that are delivered with good fidelity are associated with greater amounts of positive change compared to those that are implemented with poor fidelity.

Assistant Principals are responsible for supporting the Principal and Deputy Principals in leading and managing Leichhardt Public School. This encompasses the areas of educational leadership, educational programs, learning outcomes, student welfare, staff welfare, physical and financial resource management and school and community partnerships. This position requires working in close liaison with the other Assistant Principals and school staff to develop school programs.Assistant Principals support and supervise Classroom Teachers of a dedicated Stage.

Reading Recovery tutors guide the implementation of Reading Recovery in schools. Reading Recovery tutors provide professional learning for both Reading Recovery teachers in training as well as trained Reading Recovery teachers. The training requires the Tutor to conduct approximately 20 professional learning sessions, each of two and a half hours duration. At these sessions Reading Recovery teachers teach lessons for their colleagues behind a one-way viewing screen. Tutors lead professional learning seminars that include discussion of lessons and reflection on the theory of how students learn to become literate and evaluation of the teaching/learning cycle. Tutors provide professional support for trained Reading Recovery teachers. Reading Recovery tutors teach four students daily during their first year in the field and two students daily in subsequent years.Tutors monitor the progress of all students taught by Reading Recovery teachers and submit the data to the school principal they are working with, Educational Services and State Office.Tutors consult directly with the principal in relation to selection of a teacher, identification of students and implementation issues. Tutors will liaise with the learning support team regarding the referral of a student who has not made accelerated progress and requires continued support with literacy learning and issues of attendance.The Reading Recovery tutor collaborates with Educational Services and school personnel on the implementation of Reading Recovery and other early literacy initiatives.

As a NSW public school teacher, you have a responsibility to ensure that students gain the knowledge and skills they require to become effective learners and ultimately effective and responsible citizens and to understand and appreciate the values and beliefs supported by Australian society.You also have a responsibility to meet the high standards of professional and ethical behaviour required by the department, the public, parents and the profession itself.The profession of teaching necessarily brings teachers into close contact with children and young people. Effective teaching is based on warm, mutually respectful relationships between teachers and students.

Reading Recovery tutors guide the implementation of Reading Recovery in schools. Reading Recovery tutors provide professional learning for both Reading Recovery teachers in training as well as trained Reading Recovery teachers. The training requires the Tutor to conduct approximately 20 professional learning sessions, each of two and a half hours duration. At these sessions Reading Recovery teachers teach lessons for their colleagues behind a one-way viewing screen. Tutors lead professional learning seminars that include discussion of lessons and reflection on the theory of how students learn to become literate and evaluation of the teaching/learning cycle. Tutors provide professional support for trained Reading Recovery teachers. Reading Recovery tutors teach four students daily during their first year in the field and two students daily in subsequent years.Tutors monitor the progress of all students taught by Reading Recovery teachers and submit the data to the school principal they are working with, Educational Services and State Office.Tutors consult directly with the principal in relation to selection of a teacher, identification of students and implementation issues. Tutors will liaise with the learning support team regarding the referral of a student who has not made accelerated progress and requires continued support with literacy learning and issues of attendance.The Reading Recovery tutor collaborates with Educational Services and school personnel on the implementation of Reading Recovery and other early literacy initiatives.

Reading Recovery Tutor training involves one year of full time training and study conducted by qualified Reading Recovery Trainers. To meet the requirements of the tutor training course, tutors are also supervised during their first year in the field.During the training year Reading Recovery trainee Tutors will:• successfully meet all requirements as prescribed by the course outline;• teach students for colleagues behind the one-way viewing screen as required;• attend in-service sessions to observe Reading Recovery Tutors and teachers;• assume responsibility for planning, implementing and evaluating in-service sessions as requested;• participate in school visits with a trained Reading Recovery Tutor and conduct subsequent visits independently;• conduct colleague visits;• observe on-going professional learning sessions conducted by a trained Reading Recovery tutor.• teach four Reading Recovery students individually for 30 minute lessons on a daily basis in a school setting throughout the school year.• receive school visits from the Reading Recovery Trainer/Coordinator;• maintain records on each student and complete data forms as specified;• communicate with school personnel and parents of students;• submit student data to the Reading Recovery Trainer/Coordinator.Appointment as a Reading Recovery TutorFollowing completion of training, Reading Recovery Tutors are appointed as Senior Education Officers level 1. Tutors work administrative hours and conditions. Reading Recovery Tutors, after one year of training, will be placed in a nominated area of need where a vacancy exists.Positions may be filled through open advertisements for already qualified tutors. In this case applicants must have completed Reading Recovery tutor training recognised by the NSW Department of Education and Communities.

Teachers are privileged to play a pivotal role in shaping a young person’s life. Being a teacher is something seen as a privilege, and if you must be passionate about making a difference to the lives of young people when teaching in a Sydney Catholic school.Teachers in Sydney Catholic schools understand that being a successful teacher means being able to integrate their work, life and their faith.Catholic schools provide students with a comprehensive, quality education delivered within a caring environment and founded on the teachings of our Catholic faith.As a teacher in a Catholic School, it is essential that you:* have an understanding of, and commitment to, the Mission of the Catholic school* enjoy working with children and helping them learn and grow.* are classified and can provide evidence of your qualifications and experience* * have obtained relevant Religious Education qualifications.* comply with NSW Child Protection Legislation.* have registered with BOSTES, if you are a recent graduate or are returning to the teaching after a break of five years or more.

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